Careers and the world of work: a framework for 11 to 19-year-olds in Wales - Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for ...
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Careers WoW (E) 25/10/07 9:34 Page i
Careers and the world
of work: a framework
for 11 to 19-year-olds
in Wales
Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau
Department for Children, Education, Lifelong Learning and SkillsCareers WoW (E) 25/10/07 9:34 Page ii
Careers and the world of work:
a framework for 11 to 19-year-olds
in Wales
Audience Teachers, headteachers and governing bodies of maintained schools in
Wales; colleges and other learning providers who work with 14 to
19-year-olds in Wales; local education authorities; initial teacher training
providers; teacher unions and school representative bodies; church
diocesan authorities; national bodies in Wales with an interest in education.
Overview This document sets out the Welsh Assembly Government’s requirements
for careers and the world of work for 11 to 19-year-olds in Wales. It is
issued pursuant to the powers contained in Section 108 of the Education
Act 2002 and which are vested in the Welsh Ministers. The Welsh
Ministers form part of the Welsh Assembly Government.
Action From 1 August 2008, teachers, headteachers and governing bodies of
required maintained schools, colleges and other learning providers should base
their careers and the world of work provision on this document.
Further Enquiries about this document should be directed to:
information Curriculum and Assessment 3–14 Division
Department for Children, Education, Lifelong Learning and Skills
Welsh Assembly Government
Floor 10, Southgate House
Wood Street
Cardiff
CF10 1EW
Tel: 0800 083 6003
Fax: 029 2037 5496
e-mail: C&A3-14.C&A3-14@wales.gsi.gov.uk
Additional Can be obtained from:
copies Tel: 029 2037 5427
Fax: 029 2037 5494
Or by visiting the Welsh Assembly Government’s website
www.wales.gov.uk
Ref: AC/GM/0826 January
ISBN: 978 0 7504 4430 9 A-EAC-02-01-031/KE © Crown copyright 2008Careers WoW (E) 25/10/07 9:34 Page 1
Contents
Introduction 2
Including all learners 4
Skills across the curriculum 6
Learning across the curriculum 8
Using the framework 10
Attitudes and values 13
Learning outcomes
Key Stage 3 14
Key Stage 4 16
Post-16 18Careers WoW (E) 25/10/07 9:34 Page 2
Introduction
This document brings together and revises the previous frameworks for
work-related education, and careers education and guidance. As such, it is
part of the basic curriculum for all 11 to 16-year-olds. It is also part of the
requirements of the Learning Core of Learning Pathways 14–19. The
framework should be used in conjunction with the non-statutory guidance
which will support understanding of how the requirements may be met in
practice.
This framework sets out to offer greater clarity and manageability than its
predecessors. It also seeks to move the focus more firmly towards ensuring
that young people are ready to take their place in a rapidly changing world
of work within the global economy.
In the twenty-first century, people have begun to understand the impact of
changes in working practices. There are the calls for more flexibility in
concepts of ‘career’, the demands for learning to be continuing and
lifelong, and the need to adapt to changing technologies. Rather than
helping young people find the ‘right’ job, schools, colleges and trainers
must equip young people with the skills to manage their working life in a
future that is likely to contain many changes that are presently unimagined.
Careers and the world of work (CWW) is concerned with the relationships
between young people, their learning and the world of work. It should help
learners to:
• explore the attitudes and values required for employability and lifelong
learning
• plan and manage their pathway through the range of opportunities in
learning and work
• make effective career choices
• become entrepreneurial
• flourish in a variety of work settings
• become motivated, set long term goals and overcome barriers
• see the relevance of their studies to their life and work
• develop Key Skills and other skills required by employers
• prepare for the challenges, choices and responsibilities of work and adult
life.
Well delivered, CWW will offer young people the kind of insights that
generate both realism and aspiration in terms of their future life. This can
only be effectively achieved through a planned programme that includes a
wide range of teaching and learning experiences and environments, and
including contributions from a variety of partners. These should include the
best possible direct experiences of the world of work, supported by
opportunities for individual advice and guidance.
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It is worth making clear from the outset that the world of work is not
simply the world of paid employment and that opportunities for
volunteering and for community participation are an important element in
developing work-related skills.
The ways in which young people will add to the wealth of Wales will be
many and varied. Some will add their entrepreneurial skills to an existing
company and some will start businesses of their own. The new framework
explicitly recognises that young people will become employers and
self-employed as well as being employees. This is why entrepreneurship is
now part of the range to be covered at each stage rather than one of
several desirable learning opportunities.
The requirements of this framework will not be achieved simply by
classroom teaching. The person who coordinates CWW will need to ensure
that a wide range of partners are involved in the delivery of this area of the
curriculum. These will include subject teachers/tutors making their own area
of the curriculum relevant and interesting by using the world of work as a
context for learning. Equally it will involve Careers Wales, employers,
entrepreneurs, advisers, parents, trainers and community groups offering
relevant opportunities related to their own areas of expertise.
Such an expectation has clear implications in terms of providing the
resources to secure quality provision and ensuring that this area of the
curriculum is effectively represented at senior management level. The best
of Welsh business is as good as the best in the world. The job of those who
train, teach or tutor is to help each young person become the best he or
she can possibly be.
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Including all learners
Responsibilities of schools, colleges and other
learning providers
Under the United Nations Convention on the Rights of the Child and the
Welsh Assembly Government’s overarching strategy document Rights to
Action, all children and young people must be provided with an education
which develops their personality and talents to the full. The Education Act
2002 further strengthens schools’ duty to safeguard and promote the
welfare of all children and young people.
The equal opportunities legislation which covers age, disability, gender,
race, religion and belief, and sexual orientation further places a duty on
learning providers in Wales towards present and prospective learners to
eliminate discrimination and harassment, to promote positive attitudes and
equal opportunities, and to encourage participation.
Learning providers should develop in every learner a sense of personal and
cultural identity that is receptive and respectful towards others. They should
plan across the curriculum to develop the knowledge and understanding,
skills, values and attitudes that will enable learners to participate in our
multi-ethnic society in Wales. Learning providers should develop approaches
that support the ethnic and cultural identities of all learners and reflect a
range of perspectives, to engage learners and prepare them for life as
global citizens.
Learning providers must work to reduce environmental and social barriers
to inclusion and offer opportunities for all learners to achieve their full
potential in preparation for further learning and life. Where appropriate,
learning providers will need to plan and work with specialist services to
ensure relevant and accessible learning experiences.
For learners with disabilities in particular, they should:
• improve access to the curriculum
• make physical improvements to increase participation in education
• provide information in appropriate formats.
Learning providers should seek advice regarding reasonable adjustments,
alternative/adapted activities, and appropriate equipment and resources
which may be used to support the full participation of all learners, including
those who use a means of communication other than speech.
For learners whose first language is neither English nor Welsh, learning
providers should take specific action to help them learn both English and
Welsh through the curriculum. They should provide learners with material
that is appropriate to their ability, previous education and experience, and
which extends their language development. They should also encourage the
use of learners’ home languages for learning.
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Learner entitlement
Learning providers in Wales should ensure that all learners are engaged as
full members of their learning communities, accessing the wider curriculum
and all activities, and working wherever possible alongside their peers.
Learning providers should teach all programmes of study and frameworks in
ways appropriate to learners’ developing maturities and abilities, and ensure
that learners are able to use fully their preferred means of communication
to access the curriculum. In order to extend their learning, learners should
experience a variety of learning and teaching styles.
To enable all learners to access relevant skills, knowledge and
understanding at an appropriate level, learning providers may use content
from earlier phases or key stages within the curriculum. They should use
material in ways suitable for the learners’ age, experience, understanding
and prior achievement to engage them in the learning process.
For more-able and talented learners working at higher levels, learning
providers should provide greater challenge by using material in ways that
extend breadth and depth of study and opportunities for independent
learning. The level of demand may also be increased through the
development and application of thinking, and communication, ICT and
number skills across the curriculum.
Learning providers should choose material that will:
• provide a meaningful, relevant and motivating curriculum for their learners
• meet the specific needs of their learners and further their all-round
development.
Learners of all abilities should have access to appropriate assessment and
accreditation.
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Skills across the curriculum
A non-statutory Skills framework for 3 to 19-year-olds in Wales has been
developed in order to provide guidance about continuity and progression in
developing thinking, communication, ICT and number for learners from 3–19.
At Key Stage 3, learners should be given opportunities to build on the skills
they have started to acquire and develop. These include thinking, and
communication, ICT and number skills. They should develop, practise, apply
and refine these skills in a variety of contexts across the curriculum. Progress
in skills can be seen in terms of applying them to tasks that move from
concrete to abstract; simple to complex; personal to the ‘big picture’;
familiar to unfamiliar; and supported to independent and interdependent.
For 14–19 learners, the framework should provide the basis for making
effective progress in these skills, which can be assessed through a range of
qualifications, including Key Skills.
Developing thinking
Learners develop their thinking across the curriculum through the processes
of planning, developing and reflecting.
In careers and the world of work, learners explore, plan, develop and
reflect on ideas and information, responding to others as well as to their own
work.
Developing communication
Learners develop their communication skills across the curriculum through
the skills of oracy, reading, writing and wider communication.
In careers and the world of work, learners communicate through
various means including speaking, listening, reading, writing and the way
they take part in activities. They develop these skills through practice with
people both within and beyond the immediate learning environment. This is
supported by their review of their own work and that of others. In doing
this, they learn how to communicate effectively in a range of situations.
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Developing ICT
Learners develop their ICT skills across the curriculum by finding,
developing, creating and presenting information and ideas and by
using a range of equipment and software.
In careers and the world of work, learners apply technology to research
and to develop knowledge and understanding of careers and work-related
matters. They also use it to record and present their work appropriately.
Developing number
Learners develop their number skills across the curriculum by using
mathematical information, calculating and interpreting and
presenting findings.
In careers and the world of work, learners find, explore and analyse data
relevant to their needs as potential future employees/employers.
Careers and the world of work 7Careers WoW (E) 25/10/07 9:34 Page 8
Learning across the curriculum
At Key Stage 3, learners should be given opportunities to build on their
previous experiences, and to promote their knowledge and understanding
of Wales, their personal and social development and well-being, and their
awareness of the world of work.
For 14–19 learners, knowledge and understanding should be developed
and applied within the contexts of their individual 14–19 pathways
including the Learning Core.
Curriculum Cymreig (7–14) and
Wales, Europe and the World (14–19)
Learners aged 7–14 should be given opportunities to develop and apply
knowledge and understanding of the cultural, economic, environmental,
historical and linguistic characteristics of Wales. Learners aged 14–19 should
have opportunities for active engagement in understanding the political,
social, economic and cultural aspects of Wales as part of the world as a
whole. For 14–19 learners, this is a part of their Learning Core entitlement
and is a requirement at Key Stage 4.
Careers and the world of work contributes particularly to economic
understanding through its researching of learning, careers and employment
opportunities. The changing nature of those opportunities will often also
highlight linguistic, historical and environmental matters within the area and
further afield.
Personal and social education
Learners should be given opportunities to promote their health and
emotional well-being and moral and spiritual development; to become
active citizens and promote sustainable development and global citizenship;
and to prepare for lifelong learning. For 14–19 learners, this is a part of
their Learning Core entitlement and is a requirement at Key Stage 4.
Careers and the world of work contributes to this through contacts with
the world of work and by challenging stereotypes. It also provides
opportunities to develop their understanding of social interaction through
working with others.
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Careers and the world of work
Learners aged 11–19 should be given opportunities to develop their
awareness of careers and the world of work and how their studies
contribute to their readiness for a working life. For 14–19 learners, this is a
part of their Learning Core entitlement and is a requirement at Key Stage 4.
Careers and the world of work will operate most effectively when it is
evident across the whole learning experience of a young person.
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Using the framework
This framework covers 11 to 19-year-olds. However, understanding of the
world of work can begin at any age. In particular, the Key Stage 2 learning
outcomes for personal and social education (PSE) include a requirement for
students to consider the range of jobs carried out by people in their
community. The frameworks for CWW and PSE have been developed
alongside each other in order to minimise overlap and are usefully
considered together. Where they are managed or taught separately, it
should be with an understanding that they will only work effectively if they
are treated as close partners.
The framework itself is divided into three elements:
• attitudes and values
• skills
• range.
Attitudes and values
Many of the discussions with employers and educators in the development
of this document emphasised the importance of how young people
approach work. As a consequence of this, the document sets out attitudes
and values that will contribute to a person’s employability. There are no
hard and fast definitions of what constitutes attitudes or values. In other
contexts, some of these ‘attitudes’ may be described as ‘dispositions’.
Whatever name is attached, there is a consensus that what is described
here needs to underpin education and training. For example, a gifted
learner without flexibility or enthusiasm is likely to struggle to gain
appropriate employment. This element of the framework applies across the
whole age range.
Skills
At each stage, the most likely outcomes in terms of skills are detailed. Many
skills remain similar across the stages but with increasingly demanding and
complex contexts. The skills will inform both the preparation of
materials/activities and any review of the coverage achieved in a particular
programme. Many situations will offer opportunities to practise several skills
during one activity.
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Range
The range statements for each stage indicate the contexts in which skills,
attitudes and values can be developed and will inform the programme
content provided by schools, colleges and trainers. They are sub-divided
into five parts.
• Personal achievement
Learners need to know both where they are now and where they aspire
to be in times to come.
• Seeking information
The starting point for moving on is to find out, first of all, what is
realistically available in the world of work. Without this stage, decisions
could be made that are uninformed, out-of-date and misleading.
• Understanding the world of work
The process of finding out is not simply a theoretical exercise. It is one
thing to know what is ‘out there’ on paper; it is quite another to get a
sense of what particular jobs and careers feel like. Good career decisions
are based on self-awareness and a real knowledge of the world of work:
the good and the bad, the stimulating and the boring. Learners will also
need to be flexible and enterprising, whether they eventually become
employees, employers or self-employed.
• Guidance
Decisions about what routes to pursue in life are rarely taken alone and
an important element in careers and the world of work is the guidance
and advice of others. The framework encourages both the seeking and
the giving of advice while recognising that the decision is made by the
individual choosing the learning pathway or the career path.
• Making and implementing decisions
A choice may only take a moment or it may seem to take an
interminable time to reach. However short or long the process, decisions
alone are not enough. Young people have to be able to present
themselves in a positive and credible light so that organisations, including
colleges, universities, trainers, employers and financial institutions, are
convinced that they are worthy of a chance.
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Careers WoW (E) 25/10/07 9:34 Page 13
Attitudes and values (11–19)
Underlying any preparation for the world of work is the need for positive
attitudes so that employers and customers will want what someone has to
offer. This is an ongoing process which begins in the earliest years and
continues throughout life.
Most people will have their own slightly different views about which are the
most important attitudes and values in the workplace. There will also be
differences of opinion about what is essentially attitudinal and what is
better described as a skill. However here is a range of attributes commonly
considered as important by employers, entrepreneurs, admissions tutors and
careers specialists:
• honesty
• reliability/trustworthiness
• helpful and respectful attitudes to others
• flexibility
• awareness of others’ needs
• willingness to work in a team
• willingness to take responsibility/the initiative
• enthusiasm/self-motivation
• willingness to be innovative
• self-discipline
• perseverance
• readiness to overcome fear
• readiness to go on learning.
There is little evidence that these attributes can be taught in any didactic
sense but there are plenty of examples of these attitudes being fostered
when young people are engaged in relevant, interesting and practical
activities within a climate that encourages both cooperation and
self-esteem. There is no requirement for providers to assess student
achievement in terms of their attitudes and values. In institutional
self-assessment processes, providers may wish to consider whether activities
provide opportunities for these kinds of attitudes and values to be
developed.
Careers and the world of work 13Careers WoW (E) 25/10/07 9:34 Page 14
Key Stage 3 learning outcomes
Skills
Learners should be given opportunities to: 6. use ICT to find, check and use
relevant information
1. work both independently and cooperatively
7. consider their own and other people’s
2. listen attentively and respond helpfully ideas about learning, careers and the
world of work to inform opinions and
3. access an appropriate range of sources for
decisions
help, support and advice within defined
contexts 8. develop a range of ideas to solve
problems
4. locate, select and summarise
information, identifying key points 9. communicate clearly in English or Welsh,
as appropriate, about careers and the world
5. select and interpret data about
of work
learning and career opportunities
Range
Learners should be able to develop their Understanding the world of work
skills, attitudes and values through a range
of contexts. They should have the 5. recognise and challenge the
opportunity to: stereotypes that limit people in their
choice of work and careers
Personal achievement
6. explore the attributes of entrepreneurs and
1. describe their abilities, interests and skills the role of enterprise in wealth creation
2. list their achievements in and out of school 7. learn about the personal qualities that
employers see as important
Seeking information
3. use a variety of sources to search for
information about a range of work and
learning opportunities
4. find out about the different types of work
that are available and how work patterns
are changing
14 Careers and the world of workCareers WoW (E) 25/10/07 9:34 Page 15
10. organise information about themselves
clearly and positively
11. plan, agree and review targets
12. manage time within given structures
13. adapt to new situations
14. be able to apply learning to a range
of situations.
Guidance Making and implementing decisions
8. identify the people able to provide informed 10. use what they have discovered about
advice and guidance on subject themselves, learning and work in decisions
choices/career ideas and understand the about individual Key Stage 4 pathways
implications of the possible pathways ahead
of them 11. be able to explain their proposed choices
both to their peers and to appropriate
9. identify any obstacles to future plans and adults.
decide how they might be overcome
Careers and the world of work 15Careers WoW (E) 25/10/07 9:34 Page 16
Key Stage 4 learning outcomes
Skills
Learners should be given opportunities to: 6. use ICT to find information that is
accurate and relevant for a range of
1. work both independently and cooperatively purposes
within the classroom and beyond
7. consider their own and other people’s
2. listen attentively and respond helpfully perspectives about learning, careers
noting strengths and weaknesses of views and the world of work to inform opinions
and decisions
3. access a wide range of sources for help,
support and advice 8. seek out and evaluate innovative
solutions to problems
4. locate, select and identify key points from a
range of information, including any lines of 9. communicate coherently in English or Welsh,
reasoning as appropriate, about careers and the world
of work
5. select, compare and interpret data
relevant to their own needs 10. present information about themselves
effectively in a variety of forms
Range
Learners should be able to develop their Understanding the world of work
skills, attitudes and values through a range
of contexts. They should have the 4. examine the implications of
opportunity to: stereotyping in employment and
training, recognising the benefits of a
Personal achievement positive attitude to difference and diversity
1. develop a curriculum vitae (CV) based on 5. explore the role of enterprise/wealth
their achievements, abilities, interests and creation and develop their own ability to act
skills in entrepreneurial ways
Seeking information 6. recognise their responsibilities and rights as
employees and learn how to follow safe
2. use a variety of sources to find information
working practices
about their career ideas, differentiating
between information and promotional 7. use work-focused experiences to
material understand better what skills and personal
qualities employers want
3. examine employment and learning
opportunities and trends both locally
and further afield
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11. plan, set targets and review/reflect on
learning
12. manage time with some independence
13. adapt to a range of new situations
14. be able to apply learning to a range
of situations both within and outside
school
15. show emerging awareness of customer
needs.
Guidance Making and implementing decisions
8. access realistic, impartial guidance on 12. identify, understand and make decisions
learning, careers and work-related matters about individual pathways in education,
training and work
9. understand the prospects and progression
patterns in the jobs in which they are 13. be able to explain in some detail their
interested choices both to their peers and to
appropriate adults
10. examine their careers ideas and the
potential effects on their lives 14. review current information about
themselves in relation to learning and work
11. identify any obstacles to future aspirations in order to negotiate a career plan
and plan thoughtfully how they might be
overcome 15. promote a positive self-image when making
applications and attending interviews.
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Post-16 learning outcomes
Skills
Learners should be given opportunities to: 6. use ICT selectively and efficiently to
find, develop and synthesise
1. work both independently and cooperatively information so that it is fit for purpose
in a wide range of settings
7. explore their own and other people’s
2. listen attentively and respond effectively, assumptions and aspirations and
making significant contributions to make best use of this in their
discussions decision-making
3. access independently a wide range of 8. use innovative approaches to identify
sources for help, support and advice opportunities and solve problems
4. select, summarise and synthesise key ideas 9. communicate confidently and coherently, in
and information English or Welsh, as appropriate, about
careers and the world of work in a wide
5. select, compare and interpret data
range of contexts
from a variety of situations relevant
to their own needs
Range
Learners should be able to develop their 4. explore how opportunities in Britain, Europe
skills, attitudes and values through a range and the rest of the world might impact
of contexts. They should have the upon their career ideas
opportunity to:
5. expand their knowledge of business and
Personal achievement self-employment opportunities in order to
inform their career horizons
1. review their achievements and their
work/career/study plans 6. discuss the impact of current trends in
working patterns on their career plans
2. continue to develop an ongoing curriculum
vitae (CV) based on their achievements, Understanding the world of work
experiences, interests and skills in order to
enhance their employability 7. discuss the benefits that diversity can
bring to the workplace and the
Seeking information disadvantages that can be created by
stereotyping
3. research and evaluate a range of
information about careers and the 8. engage in activities that encourage an
labour market within Wales entrepreneurial approach to work and
wealth creation
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10. present information about themselves
effectively in a variety of forms for different
audiences
11. plan, set targets across several time spans
and review/reflect on learning
12. manage time independently, meeting tight
deadlines
13. adapt to challenging new situations
14. be able to apply learning in a wide
range of familiar and unfamiliar
settings
15. show increasing awareness of customer
needs.
9. understand their responsibilities and rights Making and implementing decisions
as employees and know how to follow safe
working practices 13. understand, analyse and make decisions
about individual pathways in education,
10. use work-focused experiences to gain a training and work
better understanding of what skills and
qualities employers require and any 14. be able to explain and justify their choices
implications for their career/work plans both to their peers and to appropriate
adults
Guidance
15. review, synthesise and present information
11. access and analyse realistic, impartial about themselves in relation to learning and
guidance on education/career/work routes work in order to negotiate a career plan
12. consider the financial and lifestyle 16. promote a positive self-image in a range of
implications of their career ideas formal situations including applications and
attending interviews.
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Notes
20 Careers and the world of workYou can also read
